![]() Moreover, the design of the CLF, as in any other effective web collaborative learning environment, must primarily ensure that collaborative learning takes place. It follows the Web 2.0 philosophy as the participation of the students is fostered in the process and supported in the authoring of their own contributions in a collaborative way. To this, the approach takes advantage of advanced information and communication technologies supported by artificial intelligence techniques to allow students to collaborate anytime and anywhere. The CLF main objectives are creating effective scenarios that enable learning through interaction, exploration, discussion, and collaborative knowledge construction. It has been implemented in a well-known open source learning management system called OpenACS/dotLRN. The CLF is a domain-independent web-based collaborative tool supported by adaptive tasks, which draw on user modeling by data mining learners' interactions. As a result of these findings, we proposed a collaborative extension to the Logical Framework Approach called the Collaborative Logical Framework (CLF). As reported in, students who participated in a well-known activity for workgroups called the Logical Framework Approach complained of the lack of collaboration as the only way to collaborate was through messages on a forum. Our experience shows that providing cooperation services as forums, chats, or shared file storage areas does not mean that the learners will work in collaboration. In the second one, we tested the infrastructure to gather emotional data when carrying out another observational study with 17 participants. In the first one, we analyze, following the layered evaluation approach, the results of an observational study with 56 participants. After introducing the CLF approach, in this paper, we present two formative evaluations with users carried out to improve the design of this collaborative tool and thus enrich the personalized support provided. At the same time, the instructors' workload is reduced as some of their tasks-especially those related to the monitoring of the students behavior-are automated. This approach draws on artificial intelligence techniques to support and foster an effective involvement of students to collaborate. At aDeNu research group we have proposed the Collaborative Logical Framework (CLF) to create effective scenarios that support learning through interaction, exploration, discussion, and collaborative knowledge construction. Likewise, the blended learning is an option which contributes to the quality of education, access opportunities and the educational processes improvement.In order to support collaboration in web-based learning, there is a need for an intelligent support that facilitates its management during the design, development, and analysis of the collaborative learning experience and supports both students and instructors. The results show there are appropriate curricular elements to venture into innovation proposals regarding academic offer in terms of flexibility and ICT incorporation in training programs. That process included three phases: document review surveys done to students and teachers structured interviews to school principals and deanship. Quantitative and qualitative research techniques were used to gather information from a complementary approach, in order to describe and interpret the different sources. In particular, those applied in studies offered by the Social Sciences Faculty of the National University of Costa Rica (SSF) to implement blended courses based on the blended learning model. In this sense, didactic principles will also form part of the analysis. The objective is to identify, analyse and assess human resources and materials. This study is accomplished from the educational needs assessment in the framework of educational research. ![]()
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